Transcript differentiated
Do Now…on the index card
Rank these 7 Effective Instructional Strategies in order from LEAST Effective to MOST Effective. 1.
2.
3.
4.
5.
6.
7.
Practice by Doing Teach Another Demonstration Audio/Visual Reading Discussion Lecture
Differentiated Instruction
The Basic Steps Towards Differentiating July 23, 2013 Ms. Tracey Johnson Sherwood Middle School
Agenda
Warm Up- “Do Now”- Effective Instructional Strategies Objective & Define Differentiated Instruction Differentiated Instruction Professional Development Presentation D. I.-“Think Aloud” Activity Tiered Assignments Activity Closure: “One thing that Stuck to You”
Do Now…on the index card
Rank these 7 Effective Instructional Strategies in order from LEAST Effective to MOST Effective. 1.
2.
3.
4.
5.
6.
7.
Practice by Doing Teach Another Demonstration Audio/Visual Reading Discussion Lecture
How’d You Do???
Lecture 5% Reading 10% Audio/Visuals 20% Demonstration 30% Discussion 50% Practice By Doing 75% Teach Others/Immediate Use Of Learning 95%
Let’s Define Differentiated Instruction
Objective: By the end of the session, teachers will develop a deeper understanding of Differentiated Instruction.
Differentiating instruction is doing what’s fair for students. It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.
Differentiation of Instruction
is a teacher’s response to learners’ needs
guided by general principles of differentiation such as:
respectful tasks flexible grouping ongoing assessment and adjustment
Content ways to differentiate: Process Product Readiness according to students’ Interests Learning Profile
Traditional Classroom vs. Differentiated Classroom
TRADITIONAL
DIFFERENTIATED
Differences are acted upon when problematic.
Differences are studied as a basis for planning.
Assessment is most common at the end of learning to see “who got it” Assessment is on-going and diagnostic to make instruction more responsive to learner needs A relatively narrow sense of intelligence prevails Focus on multiple forms of intelligences is evident Coverage of curriculum guides drives instruction Student readiness, interest, and learning profile shape instruction Whole class instruction dominates Many instructional arrangements are used A single text prevails Multiple materials are provided Adapted from “The Differentiated Classroom: Responding to the Needs of All Learners,” by Carol Ann Tomlinson, 1999, p.16
The Rationale for Differentiated Instruction
Different levels of readiness Different Interests
The Rationale for Differentiated Instruction
Different Ability Levels Different Cognitive Needs
Teachers can differentiate according to ….
The Content (What is Taught) The Process (How it is Taught) The Product (How Learning is Assessed *The Learning Environment (determined by the other 3)
Differentiating Content
(what is taught) Resource materials at varying readability levels Audio and video recordings Highlighted vocabulary Charts and models Interest centers Varied manipulatives and resources Peer and adult mentors
Differentiating Process
(making sense and meaning of content) Use leveled or tiered activities Interest centers Hands-on materials Vary pacing according to readiness Allow for working alone, in partners, triads, and small groups Allow choice in strategies for processing and for expressing results of processing
Differentiating Products
(showing what is known and able to be done) Tiered product choices Model, use and encourage student use of technology within products and presentations Provide product choices that range in choices from all multiple intelligences, options for gender, culture, and race Use related arts teachers to help with student products
Strategies to Make Differentiation Work
1.
Tiered Instruction Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.
Tiering
Key Concept Or Understanding Those who do not know the concept Those with some understanding Those who understand the concept
What Can Be Tiered?
Processes, content and products Assessments Writing prompts Assignments Anchor activities Homework Materials Learning stations
What Can We Adjust?
Level of complexity Amount of structure Pacing Materials Concrete to abstract Options based on student interests Options based on learning styles
Think Aloud
1.
2.
3.
How was D.I. utilized in the lesson?
A.
What was done with students: Below Grade Level B.
C.
On Grade Level Above Grade Level In what ways are students assessed?
Brain Break!!!!!
Musical Chairs… As the music plays, move to a table with teachers in the same Subject Area:
• • • • • •
Language Arts Math Science Social Studies SPED Electives https://www.youtube.com/watch?v=1UrpQTI6HTo&list=PL0wIZwSQJsEXPn3m1YlDk3NjaPwzV0ru8
Tiering Activity Instruction
1.
2.
3.
Identify the standards, concepts, or generalizations you want the students to learn.
Decide if students have the background necessary to be successful with the lesson.
Assess the students’ readiness, interests, and learning profiles.
Tiering Activity Instruction
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Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson.
Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding.
Develop an assessment component for the lesson. Remember, it is on-going!
Strategies for Differentiation
Confused? Let’s break it down. Differentiation can include complex strategies, like writing tiered lesson plans, or it can take a more simplistic form, such as using reading buddies or think-pair-share strategies. Here is a condensed list of the continuum of differentiated strategies.
Higher Prep Strategies
Tiered Lessons Flexible Grouping Think-Tac-Toe Multiple Intelligence Options Graphic Organizers Response/Exit Cards Multiple Texts
Lower Prep Strategies
Reading & Study Buddies Anchor Activities Think-Pair-Share Choices of books Interest Surveys Multiple Levels of Questioning
Closure
Write “One Thing That Stuck with You” about Differentiated Instruction!
What Differentiation Is …
Student Centered Best practices Multiple approaches to content, process, and product Different approaches A way of thinking and planning 3 or 4 different activities Flexible grouping
What Differentiation Isn’t
One Thing 35 different plans for one classroom A Program The Goal A chaotic classroom Hard questions for some and easy for others Just homogenous grouping
In Summary…..
What is fair isn’t always equal… and Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone